ИДЕИ ИНКЛЮЗИИ ДЛЯ ОБРАЗОВАНИЯ ОДАРЕННЫХ ДЕТЕЙ
Ключевые слова:
инклюзия, инклюзивное образование, одаренные дети, особые образовательные потребности, образование одаренных детей
Аннотация
Цель. Данная статья посвящена теме актуальности использования идей инклюзии для образования одаренных детей. В центре внимания автора особые образовательные потребности одаренных детей.
Материалы и методы. Проведенный сравнительно-сопоставительный анализ понятий позволяет понять причины, почему одаренные дети нуждаются в инклюзии. Понятие «потребности» означает общие нужды; понятие «образовательные потребности» подчеркивает значимость общего образования для развития одаренного ребенка; понятие «особые образовательные потребности» раскрывает специфику одаренных детей, требующей инклюзии для преодоления дефицитов.
Результаты и их обсуждение. В статье обращается внимание на социально-психологическую обусловленность инклюзии: проявление одаренности у ребенка сопровождается особенностями, которые вызывают неприятие в обществе и трудности социальной адаптации. Обосновано, что инклюзивное образование должно быть обязательным компонентом общего образования, поскольку инклюзия необходима для направленного «включения» одаренного ребенка в различные виды активности, получения опыта самостоятельного действия, взаимодействия и коммуникации со сверстниками и взрослыми.
Область применения результатов. Делается вывод, что возможно использовать ресурсы инклюзивного образования в обучении одаренных детей. Современная российская школа нуждается в теоретико-методологических разработках применения идеи инклюзии для образования одаренных детей.
Скачивания
Данные скачивания пока не доступны.
Литература
1. Aksyutina Z.A. Social Education in the Context of Risk Research. Research Result. Pedagogy and Psychology of Education, 2020, vol. 6, no. 3, pp. 14-25. https://doi.org/10.18413/2313-8971-2020-6-3-0-2
2. Bayborodova L.V., Kirichenko E.B., Krivun’ M.P., Tarkhanova I.Yu., Kharisova I.G. Dopolnitel’noe obrazovanie detey s osobymi obrazovatel’nymi potrebnostyami: uchebnoe posobie [Additional education for children with special educational needs] / ed. L.V. Bayborodova, A.V. Zolotareva. Yaroslavl’: RIO YaGPU, 2014, 315 p.
3. Gusev S., Privalova G., Lopatin N. Some Aspects of Socio-Pedagogical Activity with Gifted Children. Professional’noe obrazovanie v Rossii i za rubezhom [Professional education in Russia and abroad]. 2018, no. 4 (32), pp. 111-116. URL: https://elibrary.ru/item.asp?id=36833448 (accessed October 29, 2021).
4. Grebennikova V.M., Shcherbina A.I. Strategiya vklyucheniya inklyuzivnoy obrazovatel’noy sredy s uchetom “indeksa inklyuzii” [The Strategy of Incorporating the Inclusive Educational Environment Based on the “Index Of Inclusion”]. Uspekhi sovremennoy nauki i obrazovaniya, 2016, no. 1, pp. 69-72. URL: https://www.elibrary.ru/item.asp?id=25323998 (accessed October 31, 2021).
5. Ivannikov V.A. Analiz potrebnostno-motivatsionnoy sfery s pozitsii teorii deyatel’nosti [Analysis of the need-motivational sphere from the position of the theory of activity]. Mir psikhologii, 2003, no. 2 (34), pp. 139-145. URL: https://elibrary.ru/item.asp?id=46373938 (accessed October 31, 2021).
6. Kibal’chenko I.A., Abalmasova O.D. Odarennye deti: neobkhodimost’ inklyuzivnogo obrazovaniya [Gifted children: the need for inclusive education]. Aktual’nye problemy spetsial’nogo i inklyuzivnogo obrazovaniya detey i molodezhi: Materialy III Regional’noy nauchno-prakticheskoy konferentsii [Proceedings of the III Regional Scientific and Practical Conference “Actual Problems of Special and Inclusive Education for Children and Youth”]. Taganrog, 2019, pp. 312-315. URL: https://elibrary.ru/item.asp?id=41402565 (accessed October 28, 2021).
7. Knyaginina N.V., Yanbarisova D.M. Podderzhka talantlivoy molodezhi: opyt Rossii i zarubezhnykh gosudarstv [Support of the Talented Youth: Russian and International Practices]. Obrazovatel’naya politika [Educational policy], 2016, no. 4(74), pp. 108-121. URL: https://www.elibrary.ru/item.asp?id=44554552 (accessed October 31, 2021).
8. Krashenskaya A.N. Professional’naya i psikhologicheskaya gotovnost’ pedagoga k inklyuzivnomu obrazovaniyu v Rossii [Professional and Psychological Readiness of the Teacher for Inclusion Education in Russia]. Tribuna uchenogo. 2021, no 2, pp. 330-334. URL: https://elibrary.ru/item.asp?id=45602354 (accessed October 28, 2021).
9. Krylova O.N. Osobye obrazovatel’nye potrebnosti odarennykh detey [Gifted Child’ special Educational Needs]. Materialy mezhdunarodnogo kongressa «Podderzhka odarennosti – razvitie kreativnosti» [Proceedings of the International Congress “Support for Giftedness - Development of Creativity”]. 2014, vol. 2, pp. 216-220. URL: https://elibrary.ru/item.asp?id=22406580 (accessed January 13, 2020).
10. Lubovsky V.I. Osobye obrazovatel’nye potrebnosti [Special Educational Needs]. Psychological Science and Education psyedu.ru, 2013, no. 5, pp. 61-66. URL: http://psyedu.ru/journal/2013/5/Lubovskiy.phtml (accessed January 13, 2020).
11. Mallaev D.M., Bazhukova O.A. Perspektivy razvitiya integrirovannogo i inklyuzivnogo prostranstva v rossiyskom obrazovanii - metodologicheskie aspekty i praktika [Perspectives of Development of Integrated and Inclusive Space in Russian Education – Methodological Aspects and Practice]. Izvestiya Dagestanskogo gosudarstvennogo pedagogicheskogo universiteta. Psikhologo-pedagogicheskie nauki [Dagestan State Pedagogical University. Psychological and Pedagogical]. 2018, vol. 18, no. 3, pp. 76-82. https://doi.org/10.31161/1995-0659-2018-12-3-76-82
12. Nechaev A.V. Sotsializatsiya odarennykh kak inklyuzivnyy protsess [Izvestiya Dagestanskogo gosudarstvennogo pedagogicheskogo universiteta. Psikhologo-pedagogicheskie nauki]. Inklyuziya dlya vsekh 2020: sotsial’naya inklyuziya v sovremennom sotsiokul’turnom prostranstve: sbornik materialov Mezhdunarodnoy modul’noy nauchno-prakticheskoy konferentsii [Proceedings of the International Modular Scientific and Practical Conference “Inclusion for All 2020: Social Inclusion in the Modern Socio-Cultural Space”]. 2020, pp. 25-26. URL: https://elibrary.ru/item.asp?id=44118852 (accessed October 29, 2021).
13. Osnovnye sovremennye kontseptsii tvorchestva i odarennosti [Basic modern concepts of creativity and giftedness]. M.: Molodaya gvardiya, 1997, 416 p.
14. Parts O.S. Sotsial’noe razvitie talanta v usloviyakh inklyuzivnogo obrazovaniya [Social Development of Talent in the Context of Inclusive Education]. V mire nauchnykh otkrytiy [In the World of Scientific Discoveries]. 2013, no 11.7 (47), pp. 172-177. URL: https://elibrary.ru/item.asp?id=21242727 (accessed January 13, 2020).
15. Popov A.A., Glukhov P.P., Averkov M.S. Konstruirovanie inklyuzivnogo obrazovaniya odarennykh obuchayushchikhsya na osnove antropoprakticheskogo podkhoda [Designing Inclusive Education for Gifted Students Based on Anthropo-Practical Approach]. Filosofiya obrazovaniya [Philosophy of Education]. 2019, vol. 19, no 3, pp. 151-164. https://doi.org/10.15372/PHE20190310
16. Sapunova I.V. Deti s ogranichennymi vozmozhnostyami zdorov’ya i talantlivye deti v inklyuzii: napravlenie obrazovatel’noy politiki i vzglyad pedagogov [Children with disabilities and talented children in inclusion: the direction of educational policy and the view of teachers]. Pedagogicheskoe iskusstvo, 2019, no. 2, pp. 31-39. URL: https://elibrary.ru/item.asp?id=42621906 (accessed October 28, 2021).
17. Federal state educational standard]. URL: http://standart.edu.ru/ (accessed November 10, 2021).
18. Federal Law “On Education in the Russian Federation” dated December 29, 2012 N 273-FZ. URL: http://nmcmosobl.ru/files/normzakon/Zakon_Obr29122012.pdf (accessed November 10, 2021).
19. Kholodnaya M.A. Kognitivnye stili: O prirode individual’nogo uma [Cognitive styles: On the nature of the individual mind]. M.: PER SE, 2002, 304 p.
20. Kholodnaya M.A. Evolyutsiya intellektual’noy odarennosti ot detstva k vzroslosti: effekt inversii razvitiya [Evolution of intellectual giftedness from childhood to adulthood: Effect of Inversion in Development]. Psikhologicheskii Zhurnal [Psychological journal], 2011, vol. 32, no 5, pp. 69-78. URL: https://www.elibrary.ru/item.asp?id=16777861 (accessed October 31, 2021).
21. Yuekevich V.S. Odarennye deti: segodnyashnie tendentsii i zavtrashnie vyzovy [Gifted Children: Today’s Tendencies and Tomorrow’s Challenges]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education]. 2011, no. 4, pp. 99-108. URL: https://elibrary.ru/item.asp?id=17729608 (accessed October 30, 2021).
22. Hornby G. Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 2015, vol. 42, no. 3, pp. 234-256. https://doi.org/10.1111/1467-8578.12101
23. Orekhovskaya N.A., Voevodina E.V., Seregina T.N., Raidugin D.S. Inclusive education social problems. Modern Journal of Language Teaching Methods, 2018, vol. 8, no 1, pp. 11-21. URL: https://www.elibrary.ru/item.asp?id=36503649 (accessed 01.11.2021).
24. Mortensen A. Neuropædagogik og inklusionsdifferentiering: Neuropædagogiske perspektiver på inklusionsindsatsen i den danske folkeskole. Aalborg Universitetsforlag. Ph.d.-serien for Det Samfundsvidenskabelige Fakultet, Aalborg Universitet. 2016. https://doi.org/10.5278/VBN.PHD.SOCSCI.00046
25. Ninkov I. Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis. J. Hum. Rights Soc. Work, 2020, vol. 5, pp. 280–289. https://doi.org/10.1007/s41134-020-00133-1
26. O’Hanlon C. (Ed.). Inclusive Education in Europe (1st ed.). Routledge. 1995. https://doi.org/10.4324/9780203730409
27. Piske F., Stoltz T. and Machado J. Creative Educational Practices for Inclusion of Gifted Children. Creative Education, 2014, vol. 5, pp. 803-808. https://doi.org/10.4236/ce.2014.510093
2. Bayborodova L.V., Kirichenko E.B., Krivun’ M.P., Tarkhanova I.Yu., Kharisova I.G. Dopolnitel’noe obrazovanie detey s osobymi obrazovatel’nymi potrebnostyami: uchebnoe posobie [Additional education for children with special educational needs] / ed. L.V. Bayborodova, A.V. Zolotareva. Yaroslavl’: RIO YaGPU, 2014, 315 p.
3. Gusev S., Privalova G., Lopatin N. Some Aspects of Socio-Pedagogical Activity with Gifted Children. Professional’noe obrazovanie v Rossii i za rubezhom [Professional education in Russia and abroad]. 2018, no. 4 (32), pp. 111-116. URL: https://elibrary.ru/item.asp?id=36833448 (accessed October 29, 2021).
4. Grebennikova V.M., Shcherbina A.I. Strategiya vklyucheniya inklyuzivnoy obrazovatel’noy sredy s uchetom “indeksa inklyuzii” [The Strategy of Incorporating the Inclusive Educational Environment Based on the “Index Of Inclusion”]. Uspekhi sovremennoy nauki i obrazovaniya, 2016, no. 1, pp. 69-72. URL: https://www.elibrary.ru/item.asp?id=25323998 (accessed October 31, 2021).
5. Ivannikov V.A. Analiz potrebnostno-motivatsionnoy sfery s pozitsii teorii deyatel’nosti [Analysis of the need-motivational sphere from the position of the theory of activity]. Mir psikhologii, 2003, no. 2 (34), pp. 139-145. URL: https://elibrary.ru/item.asp?id=46373938 (accessed October 31, 2021).
6. Kibal’chenko I.A., Abalmasova O.D. Odarennye deti: neobkhodimost’ inklyuzivnogo obrazovaniya [Gifted children: the need for inclusive education]. Aktual’nye problemy spetsial’nogo i inklyuzivnogo obrazovaniya detey i molodezhi: Materialy III Regional’noy nauchno-prakticheskoy konferentsii [Proceedings of the III Regional Scientific and Practical Conference “Actual Problems of Special and Inclusive Education for Children and Youth”]. Taganrog, 2019, pp. 312-315. URL: https://elibrary.ru/item.asp?id=41402565 (accessed October 28, 2021).
7. Knyaginina N.V., Yanbarisova D.M. Podderzhka talantlivoy molodezhi: opyt Rossii i zarubezhnykh gosudarstv [Support of the Talented Youth: Russian and International Practices]. Obrazovatel’naya politika [Educational policy], 2016, no. 4(74), pp. 108-121. URL: https://www.elibrary.ru/item.asp?id=44554552 (accessed October 31, 2021).
8. Krashenskaya A.N. Professional’naya i psikhologicheskaya gotovnost’ pedagoga k inklyuzivnomu obrazovaniyu v Rossii [Professional and Psychological Readiness of the Teacher for Inclusion Education in Russia]. Tribuna uchenogo. 2021, no 2, pp. 330-334. URL: https://elibrary.ru/item.asp?id=45602354 (accessed October 28, 2021).
9. Krylova O.N. Osobye obrazovatel’nye potrebnosti odarennykh detey [Gifted Child’ special Educational Needs]. Materialy mezhdunarodnogo kongressa «Podderzhka odarennosti – razvitie kreativnosti» [Proceedings of the International Congress “Support for Giftedness - Development of Creativity”]. 2014, vol. 2, pp. 216-220. URL: https://elibrary.ru/item.asp?id=22406580 (accessed January 13, 2020).
10. Lubovsky V.I. Osobye obrazovatel’nye potrebnosti [Special Educational Needs]. Psychological Science and Education psyedu.ru, 2013, no. 5, pp. 61-66. URL: http://psyedu.ru/journal/2013/5/Lubovskiy.phtml (accessed January 13, 2020).
11. Mallaev D.M., Bazhukova O.A. Perspektivy razvitiya integrirovannogo i inklyuzivnogo prostranstva v rossiyskom obrazovanii - metodologicheskie aspekty i praktika [Perspectives of Development of Integrated and Inclusive Space in Russian Education – Methodological Aspects and Practice]. Izvestiya Dagestanskogo gosudarstvennogo pedagogicheskogo universiteta. Psikhologo-pedagogicheskie nauki [Dagestan State Pedagogical University. Psychological and Pedagogical]. 2018, vol. 18, no. 3, pp. 76-82. https://doi.org/10.31161/1995-0659-2018-12-3-76-82
12. Nechaev A.V. Sotsializatsiya odarennykh kak inklyuzivnyy protsess [Izvestiya Dagestanskogo gosudarstvennogo pedagogicheskogo universiteta. Psikhologo-pedagogicheskie nauki]. Inklyuziya dlya vsekh 2020: sotsial’naya inklyuziya v sovremennom sotsiokul’turnom prostranstve: sbornik materialov Mezhdunarodnoy modul’noy nauchno-prakticheskoy konferentsii [Proceedings of the International Modular Scientific and Practical Conference “Inclusion for All 2020: Social Inclusion in the Modern Socio-Cultural Space”]. 2020, pp. 25-26. URL: https://elibrary.ru/item.asp?id=44118852 (accessed October 29, 2021).
13. Osnovnye sovremennye kontseptsii tvorchestva i odarennosti [Basic modern concepts of creativity and giftedness]. M.: Molodaya gvardiya, 1997, 416 p.
14. Parts O.S. Sotsial’noe razvitie talanta v usloviyakh inklyuzivnogo obrazovaniya [Social Development of Talent in the Context of Inclusive Education]. V mire nauchnykh otkrytiy [In the World of Scientific Discoveries]. 2013, no 11.7 (47), pp. 172-177. URL: https://elibrary.ru/item.asp?id=21242727 (accessed January 13, 2020).
15. Popov A.A., Glukhov P.P., Averkov M.S. Konstruirovanie inklyuzivnogo obrazovaniya odarennykh obuchayushchikhsya na osnove antropoprakticheskogo podkhoda [Designing Inclusive Education for Gifted Students Based on Anthropo-Practical Approach]. Filosofiya obrazovaniya [Philosophy of Education]. 2019, vol. 19, no 3, pp. 151-164. https://doi.org/10.15372/PHE20190310
16. Sapunova I.V. Deti s ogranichennymi vozmozhnostyami zdorov’ya i talantlivye deti v inklyuzii: napravlenie obrazovatel’noy politiki i vzglyad pedagogov [Children with disabilities and talented children in inclusion: the direction of educational policy and the view of teachers]. Pedagogicheskoe iskusstvo, 2019, no. 2, pp. 31-39. URL: https://elibrary.ru/item.asp?id=42621906 (accessed October 28, 2021).
17. Federal state educational standard]. URL: http://standart.edu.ru/ (accessed November 10, 2021).
18. Federal Law “On Education in the Russian Federation” dated December 29, 2012 N 273-FZ. URL: http://nmcmosobl.ru/files/normzakon/Zakon_Obr29122012.pdf (accessed November 10, 2021).
19. Kholodnaya M.A. Kognitivnye stili: O prirode individual’nogo uma [Cognitive styles: On the nature of the individual mind]. M.: PER SE, 2002, 304 p.
20. Kholodnaya M.A. Evolyutsiya intellektual’noy odarennosti ot detstva k vzroslosti: effekt inversii razvitiya [Evolution of intellectual giftedness from childhood to adulthood: Effect of Inversion in Development]. Psikhologicheskii Zhurnal [Psychological journal], 2011, vol. 32, no 5, pp. 69-78. URL: https://www.elibrary.ru/item.asp?id=16777861 (accessed October 31, 2021).
21. Yuekevich V.S. Odarennye deti: segodnyashnie tendentsii i zavtrashnie vyzovy [Gifted Children: Today’s Tendencies and Tomorrow’s Challenges]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education]. 2011, no. 4, pp. 99-108. URL: https://elibrary.ru/item.asp?id=17729608 (accessed October 30, 2021).
22. Hornby G. Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 2015, vol. 42, no. 3, pp. 234-256. https://doi.org/10.1111/1467-8578.12101
23. Orekhovskaya N.A., Voevodina E.V., Seregina T.N., Raidugin D.S. Inclusive education social problems. Modern Journal of Language Teaching Methods, 2018, vol. 8, no 1, pp. 11-21. URL: https://www.elibrary.ru/item.asp?id=36503649 (accessed 01.11.2021).
24. Mortensen A. Neuropædagogik og inklusionsdifferentiering: Neuropædagogiske perspektiver på inklusionsindsatsen i den danske folkeskole. Aalborg Universitetsforlag. Ph.d.-serien for Det Samfundsvidenskabelige Fakultet, Aalborg Universitet. 2016. https://doi.org/10.5278/VBN.PHD.SOCSCI.00046
25. Ninkov I. Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis. J. Hum. Rights Soc. Work, 2020, vol. 5, pp. 280–289. https://doi.org/10.1007/s41134-020-00133-1
26. O’Hanlon C. (Ed.). Inclusive Education in Europe (1st ed.). Routledge. 1995. https://doi.org/10.4324/9780203730409
27. Piske F., Stoltz T. and Machado J. Creative Educational Practices for Inclusion of Gifted Children. Creative Education, 2014, vol. 5, pp. 803-808. https://doi.org/10.4236/ce.2014.510093
Просмотров аннотации: 211 Загрузок PDF: 163
Опубликован
2022-01-21
Как цитировать
Parts, O. (2022). ИДЕИ ИНКЛЮЗИИ ДЛЯ ОБРАЗОВАНИЯ ОДАРЕННЫХ ДЕТЕЙ. Russian Journal of Education and Psychology, 12(6), 78-98. https://doi.org/10.12731/2658-4034-2021-12-6-78-98
Выпуск
Раздел
Педагогические исследования
Copyright (c) 2021 Olga S. Parts
Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial-NoDerivatives» («Атрибуция — Некоммерческое использование — Без производных произведений») 4.0 Всемирная.
